Fostering Self-Esteem During Difficult Times

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Fostering Self-Esteem During Difficult Times"

Transcription

1 Name Date Class Emotional Development from Four to Six Section 14 1 Fostering Self-Esteem During Difficult Times Psychologists define self-esteem as confidence in one s ability to face life s problems, to meet personal needs and desires, and to be happy. Children who are successful at home, school, and play tend to have high self-esteem. One of the most important times that parents and teachers have to influence a child s self-esteem is when the child has to deal with a setback. Some parents and caregivers try to protect the child by denying that something bad has happened, or that the child made a mistake. Minimizing the event does not change the obvious disappointment of a child who was not invited to her neighbor s birthday party or who is looking at the collapsed jumble of craft sticks and glue that was intended to be a house. It is important to remember that shielding children from unpleasant truths keeps them from learning to cope with problems, an essential life skill. In fact, it may make them feel that problems are too big for them to solve. People with low selfesteem feel helpless, indecisive, hopeless, and unable to cope. Denying the truth does not build confidence. Adults need to help children learn how to deal with problems themselves so they will become confident in their own abilities. That self-confidence will result in higher self-esteem. Here are some important steps for helping children cope with setbacks: Show respect for children s feelings. Give them time to get over their disappointment, anger, or hurt and to regain self-control. Comfort them in the most appropriate way, but do not just try to cheer them out of unhappiness. That implies that they are sad for no reason. Show respect for children s intelligence. Do not give empty compliments about their abilities or tell them they did something well when they did not. This confuses younger children and makes older ones question the adult s honesty and judgment. Be empathetic and point out that their reaction to disappointment is perfectly normal. Remind them that one setback, or even a series of setbacks, does not mean that they cannot overcome a problem or master a task. Help children analyze the problem. Talk about what went wrong and why. Allow children to find the reasons for themselves, using questions to prompt them to think of reasons they may have overlooked. Let children take responsibility for their own mistakes, but do not accuse them. Discuss the consequences of what happened. Help the children solve the problem for themselves. Brainstorm different solutions together. Let as many suggestions as possible come from the child. Then discuss how each solution would be carried out and what the probable outcome would be. Finally, compare the various solutions to decide which one is best. Foster an optimistic attitude. Point out past successes and how they were accomplished by the child s hard work and perseverance. Encourage the attitude that mistakes and setbacks are opportunities to learn something new, or to better understand something that they already know. Show confidence in children. Tell them you believe in them. Prove it by allowing them to take on other responsibilities. When the occasion (Continued on next page) The Developing Child: Enrichment Activities 75

2 Emotional Development from Four to Six Section 14 1 arises, comment on how the child s performance of a task has improved, even singing all the words of a song. The key is to show that you have noticed a child's increasing abilities. Avoid praise for things outside of the child s control. Having pretty hair or being tall are not things a child has achieved. Brushing his or her own hair is. Taking Action Imagine that you are working at a preschool or kindergarten where one of the children had an upsetting setback with a project or playmate. Describe the problem and explain what you would do to help the child cope with it. What words would you use? What actions would you take? Write your response in the space below. The Developing Child: Enrichment Activities 76

3 Name Date Class Social and Moral Development from Four to Six Section 14 2 Stages of Moral Development Children are not born with a sense of right and wrong. However, infants do learn that some behaviors are approved of while others are not. Gradually, children develop a conscience, an inner sense of right and wrong, that prompts good behavior or causes feelings of guilt for wrong behavior. Learning to base behavior on what is believed to be right or wrong is called moral development. Jean Piaget and Lawrence Kohlberg were pioneers in identifying stages of moral development. JEAN PIAGET Piaget, the same Swiss psychologist whose theory of intellectual development was discussed in Chapter 9, asked children of different ages to make moral judgments about a number of situations. He concluded that their moral development was related to their intellectual development. Children do not have their own moral codes until they are able to think rationally. Piaget proposed two main stages of moral development. Stage 1: The morality of constraint. In this stage, children accept the moral rules of adults without question. Children believe that misbehavior will always be punished. In general, whatever the offense, they think that strong punishment is good, and that acts are judged on the basis of their consequences, not their intent. Stage 2: The morality of cooperation. At about age nine, children enter the second stage. This stage involves a more mature moral code of cooperation, exchange of favors, and mutual respect. Rules are regarded as being based on mutual give-and-take and can be altered. Children now can consider the intent behind the act. They see that punishment should fit the crime, and that the wrongdoer should put things right, rather than simply be punished. LAWRENCE KOHLBERG More recently, psychologist Lawrence Kohlberg extended Piaget s theory. He identified six stages of moral development, organized into three levels. He believed that people go through these stages in order. Only when each stage is mastered, can people move to the next stage or level. Level I: Preconventional morality. At this level, there is no real standard of morality. Instead, children do what others tell them. They evaluate behavior in terms of the reward or punishment it will bring. In Stage 1, children obey the rules set by others to avoid punishment. In Stage 2, they begin to obey rules for the rewards they may gain. They learn that when they do something for others, they often get something in return. Level II: Conventional morality. The development of conventional morality begins at about age eight. Most children have reached this level by age thirteen. At this level of development, people conform to existing social rules. Behavior is based on whether it is approved or disapproved by others, especially those in authority. In Stage 3, children want to be considered good by others. They understand what a good person is. The main concern of Stage 4 is law and order. People show respect for authority and have a sense of doing their duty. According to Kohlberg, most adults operate at this level. Level III: Postconventional morality. By the end of the teen years or later, some people move to the level of postconventional morality. (Continued on next page) The Developing Child: Enrichment Activities 77

4 Social and Moral Development from Four to Six Section 14 2 According to Kohlberg, not everyone reaches this highest level. At Stage 5, people rationally choose to uphold the values of society. Morality is based on mutual rights and universal principles, such as justice, the equality of human rights, and fair play. In Stage 6, people choose their own ethical principles apart from the standards of other groups or people. Taking Action Describe a specific situation that involves moral choices. Using Piaget s and Kohlberg s theories, describe how a child or an adult would act in that situation at each of the stages they identified. Then consider whether you think one theory gives more insight into understanding moral development that the other. Be prepared to tell which one, and why. Situation: Piaget s Stage 1: Piaget s Stage 2: Kohlberg s Level I: Kohlberg s Level II: Kohlberg s Level III: The Developing Child: Enrichment Activities 78

5 Name Date Class Social and Moral Development from Four to Six Section 14 2 Aggressive Behavior in Children Every child sometimes behaves in ways that are unacceptable. However, some children get a reputation for being aggressive, or being troublemakers. What is considered aggressive behavior? When is it a problem, and how can it be helped? Aggression is behavior that causes physical or emotional harm, or destroys things. Aggressivetype behavior is common at certain ages. For example, toddlers sometimes react to their inability to do or get what they want with temper tantrums. They do not know other ways to deal with their frustrations. However, by age four to six, children should be learning to control how they express their feelings and do so in more acceptable ways. Aggressive behavior can be physical or verbal. It can take various forms, including hitting, kicking, biting, pinching, grabbing, and teasing. To understand and deal with such behavior, it helps to understand the four basic types: accidental, expressive, instrumental, and hostile. ACCIDENTAL AGGRESSION In accidental aggression, a child hurts someone unintentionally. For example, the child might step on another child s foot or knock over another child s blocks while walking by. Explain to the child who was hurt that this was an accident. Help the aggressor understand that the other child was hurt. Have the child who caused the problem apologize. Discuss how to avoid similar incidents. EXPRESSIVE AGGRESSION Expressive aggression occurs when a child commits an act of aggression simply because it feels good. The act is deliberate, but the child does not intend to hurt anyone. For example, a child may knock down someone s stack of blocks on purpose but not notice the builder s disappointment or anger. It is important to remind the aggressive child how his or her actions affected the other person. Help the child find ways to play and express feelings, without harming or upsetting others. INSTRUMENTAL AGGRESSION Instrumental aggression occurs when children compete for toys, attention, or taking turns, and someone gets hurt as a result. For example, two children both think they should be first in line. In an effort to be first, they shove and push. Most aggressive behavior committed by preschoolers is instrumental, and it often results from fights over toys or other objects. Let children know that this is an unacceptable way to get what they want. Provide opportunities to learn the importance of sharing and taking turns. Reduce conflicts by eliminating the need to compete for materials or attention. HOSTILE AGGRESSION When a child commits an aggressive act intentionally in order to hurt another child, it is called hostile aggression. This is also known as bullying. Children who use hostile aggression enjoy hurting others. Acts of aggression may make them feel more powerful. Make it clear that hostile aggression will not be allowed, and follow through immediately if it occurs. Children who frequently display hostile aggression may need professional counseling. (Continued on next page) The Developing Child: Enrichment Activities 79

6 Social and Moral Development from Four to Six Section 14 2 DEALING WITH AGGRESSIVE BEHAVIOR Take a dual approach in dealing with aggressive behavior. First, use techniques to minimize it. Second, plan how to react when it does occur. These suggestions can help: Set a good example. Show appropriate ways to deal with anger and disappointment. Remain calm when you are upset, or when you are around children who are upset. Teach empathy. Children this age can begin to learn to consider others feelings. They may need to be coached on reading how others signal their feelings. Try to understand causes. If aggressive behavior is a frequent problem, keep a record of each incident, including when, where, what happened, and clues to why. Analyze the record to try to identify triggers. Teach ways to handle conflict and solve problems. Teach children to resolve conflicts by talking about their feelings and coming up with solutions. Help them practice finding solutions that allow both people to win. Set clear expectations and consequences. Aggressive behavior is unacceptable. Explain and follow through on consequences. Taking Action Do not ignore it. Never ignore or give in to aggressive behavior. Address it immediately. Avoid a power struggle with the aggressor. Do not use physical activity as punishment. Physical activity can be an outlet for children to release anger and frustration, but it is not a substitute for learning to handle feelings. It is inappropriate to punish an aggressor with physical activity. Praise children. Reward appropriate behavior and steps toward improvement with praise. All children need to know that they are loved. Tell children who are acting aggressively that you do not approve of their behavior, but that you do care about them. Give them opportunities to act appropriately and responsibilities that make them feel good about themselves. Respond immediately and positively when you notice good behavior. If the problem worsens or shows no improvement over time, seek outside help. Children whose inappropriate behavior is not addressed may have lifelong problems with aggression. Imagine that you are a teacher in an early childhood classroom. One of your four-year-old students is behaving aggressively. Explain how you would determine the reason for the aggression. Describe the steps you would take to deal with the aggressive behavior. The Developing Child: Enrichment Activities 80

What Makes a Healthy Relationship?

What Makes a Healthy Relationship? What Makes a Healthy Relationship? Hopefully, you and your significant other are treating each other well. Not sure if that's the case? Take a step back from the dizzying sensation of being swept off your

More information

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY Scope and Sequence: Early Learning WEEK 1 Welcoming Weekly Concepts UNIT 1: SKILLS FOR LEARNING There are many ways to welcome someone new to class. Welcoming someone is a way to show you care. Welcoming

More information

Bullying 101: Guide for Middle and High School Students

Bullying 101: Guide for Middle and High School Students Bullying 101: Guide for Middle and High School Students A guide to the basics of bullying, what it is and isn t, the role of students, and tips on what you can do. 952.838.9000 PACERTeensAgainstBullying.org

More information

Anger Worksheet. The Incident What is your relationship with the person you are accused of arguing with? (Partner, relative, friend, colleague)

Anger Worksheet. The Incident What is your relationship with the person you are accused of arguing with? (Partner, relative, friend, colleague) Anger Worksheet The Incident What is your relationship with the person you are accused of arguing with? (Partner, relative, friend, colleague) In your opinion, how do you think the person you fought with

More information

Anti-Bullying Resources

Anti-Bullying Resources Anti-Bullying Resources Tips and tools to foster an anti-bullying culture in your community, school, neighborhood or home For more information on bullying and anti-bullying education, we recommend the

More information

Contents. Before you begin. How to work through this learner guide Assessment Resources

Contents. Before you begin. How to work through this learner guide Assessment Resources Contents Contents Before you begin How to work through this learner guide Assessment Resources Overview: The National Quality Framework (NQF) and the Framework for School Age Care (FSAC) v v vi vii ix

More information

GUIDANCE FOR CAREGIVERS: CHILDREN OR TEENS WHO HAD A LOVED ONE DIE IN THE EARTHQUAKE

GUIDANCE FOR CAREGIVERS: CHILDREN OR TEENS WHO HAD A LOVED ONE DIE IN THE EARTHQUAKE GUIDANCE FOR CAREGIVERS: CHILDREN OR TEENS WHO HAD A LOVED ONE DIE IN THE EARTHQUAKE Introduction to trauma The earthquake was a terrifying disaster for adults, children, families, and communities. The

More information

First Steps Children s Nursery & Forest School Behaviour Management Policy

First Steps Children s Nursery & Forest School Behaviour Management Policy First Steps Children s Nursery & Forest School Behaviour Management Policy Statement of intent First Steps Nursery believes that children flourish best when their personal, social and emotional needs are

More information

CHILDREN S MENTAL HEALTH WHAT EVERY CHILD NEEDS FOR GOOD MENTAL HEALTH

CHILDREN S MENTAL HEALTH WHAT EVERY CHILD NEEDS FOR GOOD MENTAL HEALTH CHILDREN S MENTAL HEALTH WHAT EVERY CHILD NEEDS FOR GOOD MENTAL HEALTH It is easy for parents to identify their child s physical needs: lots of good food, warm clothes when it s cold, bedtime at a reasonable

More information

Alabama Cooperative Extension System, Alabama A&M and Auburn Universities

Alabama Cooperative Extension System, Alabama A&M and Auburn Universities Alabama Cooperative Extension System, Alabama A&M and Auburn Universities Getting Young Children Ready To Learn HE-0722 RAISING CAN DO KIDS Parents want their children to grow up to succeed in life. They

More information

10-PART VIOLENCE PREVENTION SERIES LEADER S GUIDE MANAGING YOUR ANGER

10-PART VIOLENCE PREVENTION SERIES LEADER S GUIDE MANAGING YOUR ANGER 10-PART VIOLENCE PREVENTION SERIES LEADER S GUIDE PeaceTalks PROGRAM #3 MANAGING YOUR ANGER Distributed by: Copyright 1997 HeartLand Media All rights reserved. No portion of this work can be reproduced

More information

Part 5. Dinosaur School Notes to Teachers. 1. Introduction. 2. Iguanodon Unit: How to be Successful in School

Part 5. Dinosaur School Notes to Teachers. 1. Introduction. 2. Iguanodon Unit: How to be Successful in School Part 5 Dinosaur School Notes to Teachers 1. Introduction 2. Iguanodon Unit: How to be Successful in School 3 & 4. Triceratops Unit: Detecting, Understanding and Talking About Feelings 5. Stegosaurus Unit:

More information

Building Blocks for Young Children. Building Social Skills

Building Blocks for Young Children. Building Social Skills Building Blocks for Young Children Building Social Skills The class of 4 year olds bolts for the playground, eager to escape the classroom and run outside. Lisa lags behind, shying away from the swings

More information

By Elizabeth T. Gershoff, Ph.D.

By Elizabeth T. Gershoff, Ph.D. Principles and Practices of Effective Discipline 1 Principles and Practices of Effective Discipline: Advice for Parents By Elizabeth T. Gershoff, Ph.D. Disciplining children is one of the most important

More information

Learning to make good decisions and solve problems

Learning to make good decisions and solve problems Learning to make good decisions and solve problems Contents Skills and qualities for making decisions What does problem solving involve? How decision-making skills develop Children s brain development

More information

Department of Early Education and Care Technical Assistance. Child Guidance

Department of Early Education and Care Technical Assistance. Child Guidance Department of Early Education and Care Technical Assistance Child Guidance Ask anyone and they will tell you that helping children develop self-control is an enormous challenge and responsibility. Effective

More information

ParentingClass.net Parenting Your Child. Learning to Manage Anger

ParentingClass.net Parenting Your Child. Learning to Manage Anger ParentingClass.net Parenting Your Child Learning to Manage Anger Introduction...2 Anger in Children...2 Why teach anger management to our children?...3 Learning to Relax...4 Teaching Your Child to Communicate...4

More information

Let s Stop Bullying. Confident Happy Children: a leaflet for parents of pre-school and primary school children

Let s Stop Bullying. Confident Happy Children: a leaflet for parents of pre-school and primary school children Let s Stop Bullying Confident Happy Children: a leaflet for parents of pre-school and primary school children by the Scottish Government 2014 in conjunction with Strathesk Primary School 1 Bullying in

More information

Bullying 101. The Club Crew s Guide to Bullying Prevention AGAINST BULLY. The Club Crew wants you to know. about bullying. That s why they ve

Bullying 101. The Club Crew s Guide to Bullying Prevention AGAINST BULLY. The Club Crew wants you to know. about bullying. That s why they ve The Club Crew wants you to know about bullying. That s why they ve put together this guide to what bullying is and isn't, the roles of students, and tips on what you can do. What Is Bullying? It's bullying

More information

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together The Second Step program and DECA Preschool Program are both

More information

WRITING PROMPTS INTRODUCTION. Assertiveness

WRITING PROMPTS INTRODUCTION. Assertiveness INTRODUCTION The Random Acts of Kindness Foundation (RAK) has created writing prompts for teachers to use as a supplement to their writing curriculum. These narrative and opinion writing prompts reinforce

More information

First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17

First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17 First Steps to Stop Bullying and Harassment: Adults helping youth aged 12 to 17 Introduction Every young person has the right to feel safe at home, at school and in the community (UN Convention on the

More information

POSITIVE BEHAVIOUR MANAGEMENT POLICY. for PRE-SCHOOL CHILDREN (OWLS)

POSITIVE BEHAVIOUR MANAGEMENT POLICY. for PRE-SCHOOL CHILDREN (OWLS) POSITIVE BEHAVIOUR MANAGEMENT POLICY for PRE-SCHOOL CHILDREN (OWLS) Date Last Updated Who Updated Comments September annually Sukhey, Lorraine and Bridget Including British Values Copyright - The Wishing

More information

Section 1: Introduction (only) Downloaded from

Section 1: Introduction (only) Downloaded from Behaviour Problems Practice Resource Section 1: Introduction (only) Downloaded from www.rch.org.au/ccch Practice Resource: Behaviour Problems Table of Contents Overview... 2 Glossary... 6 Section 1: Introduction

More information

Managing Challenging Behavior

Managing Challenging Behavior Managing Challenging Behavior Laura Taddei PQAS #CI-0036000 Learning Objectives o Participants will identify managing behaviors that may occur while caring for children o Participants will analyze positive

More information

Relationship Changes Following Traumatic Brain Injury. Information for Patients and their Families. Talis Consulting Limited

Relationship Changes Following Traumatic Brain Injury. Information for Patients and their Families. Talis Consulting Limited Relationship Changes Following Traumatic Brain Injury Information for Patients and their Families Talis Consulting Limited Why can a Head Injury affect Whole Families? All of us live our lives embedded

More information

Talking to Children About Life-Threatening Illness

Talking to Children About Life-Threatening Illness Talking to Children About Life-Threatening Illness When someone in the family has a life-threatening illness it can be difficult talking to children about what is happening. Many adults want to shield

More information

GUIDING CHILDREN S BEHAVIOUR CODE

GUIDING CHILDREN S BEHAVIOUR CODE Waikerie Children s Centre 16 Marks Tce Waikerie SA 5330 Ph: 8541 2692 Fax: 8541 3126 GUIDING CHILDREN S BEHAVIOUR CODE Rationale Waikerie Children s Centre aims to provide a physically and psychologically

More information

Dealing with sudden death in adulthood

Dealing with sudden death in adulthood Dealing with sudden death in adulthood Common experiences following the sudden death of someone you know When you are bereaved by sudden death you may experience some, none or all of these feelings. These

More information

Roots and Consequences of Violence

Roots and Consequences of Violence Roots and Consequences of Violence How can children become aggressive? Aggressive behavior, as any other behavior, is the result of a combination of individual factors and factors in the family, community,

More information

Behaviour Management Policy and Procedure

Behaviour Management Policy and Procedure Behaviour Management Policy and Procedure At Townsend Montessori Nurseries Limited we believe that children flourish best when they know how they are expected to behave. Children gain respect through interaction

More information

Helping your child stop bullying

Helping your child stop bullying Australian Government Australian Institute of Family Studies Child Family Community Australia Helping your child stop bullying A guide for parents Jodie Lodge Helping your child stop bullying It s hard

More information

objectives Essential Question: What should you do when someone uses mean or scary language on the Internet? Learning Overview and Objectives

objectives Essential Question: What should you do when someone uses mean or scary language on the Internet? Learning Overview and Objectives Essential Question: What should you do when someone uses mean or scary language on the Internet? Learning Overview and Objectives Overview: Students consider that while they are enjoying their favorite

More information

101 Ways to Build Self-Esteem in Your Child

101 Ways to Build Self-Esteem in Your Child 1 101 Ways to Build Self-Esteem in Your Child Introduction What could you give your child that would be more valuable than a strong sense of themselves and their value in the world? If we feel good about

More information

Supporting a Friend Who is Grieving. Information for Teens

Supporting a Friend Who is Grieving. Information for Teens Supporting a Friend Who is Grieving Information for Teens Grief is a natural response to love and loss. When a friend has had someone important to him/her die, you may not know what to do. What do you

More information

Anti-bullying Plan. Rationale

Anti-bullying Plan. Rationale Anti-bullying Plan Rationale At James Meehan High School we aim to foster a safe and caring school which will enhance student learning and self-esteem. As a school we value respect for others, cooperation

More information

RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking

RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking Children and teens look to their parents for information about the world. It is normal and helpful for parents to provide children

More information

INFORMATION ABOUT BULLYING AND RESILIENCE A GUIDE FOR PARENTS

INFORMATION ABOUT BULLYING AND RESILIENCE A GUIDE FOR PARENTS INFORMATION ABOUT BULLYING AND RESILIENCE A GUIDE FOR PARENTS St Mary's aims to provide an environment where every student has the opportunity to develop her potential in a caring and safe environment.

More information

CWS Anxiety Workshop. Anxiety & Relationships. 1. Boundaries and Assertiveness

CWS Anxiety Workshop. Anxiety & Relationships. 1. Boundaries and Assertiveness CWS Anxiety Workshop Anxiety & Relationships Relationships and interactions with other people are often a major cause of anxiety or a major factor that maintains anxiety. There are some important things

More information

Developing An Environment Where Children Can Learn. (Classroom Management)

Developing An Environment Where Children Can Learn. (Classroom Management) California State University Los Angeles Education Specialist Intern Program Developing An Environment Where Children Can Learn An Introduction (Classroom Management) Helpful Hints Series #5 from Dr. Barry

More information

Explaining dementia to children and young people

Explaining dementia to children and young people alzheimers.org.uk Explaining dementia to children and young people Finding out that someone close to you has dementia, and coping with the ongoing illness, can be distressing for anyone, including children

More information

What is bullying? Why do some people bully? Why are some young people bullied? Why is bulling harmful?

What is bullying? Why do some people bully? Why are some young people bullied? Why is bulling harmful? What is bullying? Repeated, persistent, and aggressive behaviour that is intended to cause fear and distress and/or harm to another person s body, feelings, self esteem, or reputation. Bullying is when

More information

Self Assessment: Substance Abuse

Self Assessment: Substance Abuse Self Assessment: Substance Abuse Please respond TRUE (T) or FALSE (F) to the following items as they apply to you. Part 1 I use or have used alcohol or drugs for recreational purposes. I use alcohol despite

More information

What Can I Do To Help Myself Deal with Loss and Grief?

What Can I Do To Help Myself Deal with Loss and Grief? What Can I Do To Help Myself Deal with Loss and Grief? There are certain tasks that help people adjust to a loss. Every person will complete these tasks in his or her own time and in his/her own way. The

More information

Eyes on Aggressive behaviours. You can help to manage them

Eyes on Aggressive behaviours. You can help to manage them Eyes on Aggressive behaviours You can help to manage them Aggressive behaviours What do we know? From pregnancy to 6 months old n Children are better able to control their aggressive behaviours if their

More information

Mindset: The New Psychology of Success Carol S. Dweck, Ph.D.

Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching

More information

Managing Children s Behaviour Policy

Managing Children s Behaviour Policy Introduction Managing Children s Behaviour Policy The Behaviour Management Policy for Crèche Cois Laoi is based on The Needs of Children (1979) Mia Kellmer-Pringle and The White Paper on Early Childhood

More information

ASSERTIVE BEHAVIOR: IDEAS TO KEEP IN MIND

ASSERTIVE BEHAVIOR: IDEAS TO KEEP IN MIND ASSERTIVE BEHAVIOR: IDEAS TO KEEP IN MIND 1) Assertive behavior is often confused with aggressive behavior; however, assertion does not involve hurting the other person physically or emotionally. 2) Assertive

More information

Behaviour Management Policy

Behaviour Management Policy Behaviour Management Policy Reviewed with Staff: Autumn Term 2014 Ratified by governors: Spring Term 2015 Next review: Autumn 2018 Moulsham Junior School Behaviour Management Policy Introduction At Moulsham

More information

Every day, bullying hurts another child.

Every day, bullying hurts another child. Every morning... Every Lunch Hour... Every Afternoon... Every day, bullying hurts another child. Learn how you can help stop bullying. Communities and schools in Manitoba are taking action to stop bullying

More information

How to Handle Anger. What is Anger? How are Children Affected? How are Parents and Other Caregivers Affected?

How to Handle Anger. What is Anger? How are Children Affected? How are Parents and Other Caregivers Affected? How to Handle Anger Anger is a natural emotion felt by everyone from time to time. Like other emotions we experience, such as happiness and sadness, anger can affect our mood. Since our mood influences

More information

The Kingsley School. Policy to prevent bullying (Senior School)

The Kingsley School. Policy to prevent bullying (Senior School) A The Kingsley School Policy to prevent bullying (Senior School) This policy was initially written with regard to the DfES anti-bullying pack Bullying: Don t Suffer in Silence (2002), and later the DCSF

More information

Preventing Sexual Abuse

Preventing Sexual Abuse 115 Chapter 12 Preventing Sexual Abuse As children become more independent, they meet more people and relate to them in many different ways. Just as they must learn to move around the house and community

More information

CHILDREN AND BULLYING

CHILDREN AND BULLYING EVERYDAY CHALLENGES: CHILDREN AND BULLYING Did you know...? Bullying happens once every seven minutes on the playground and once every 25 minutes in class. Bullying episodes are approximately one minute

More information

Sexual Behavior and Children: When Is It a Problem and What To Do About It

Sexual Behavior and Children: When Is It a Problem and What To Do About It Sexual Behavior and Children: When Is It a Problem and What To Do About It The Harborview Center for Sexual Assault and Traumatic Stress has services to help families of children with sexual behavior problems.

More information

ECHUNGA PRIMARY SCHOOL BULLYING POLICY

ECHUNGA PRIMARY SCHOOL BULLYING POLICY ECHUNGA PRIMARY SCHOOL 802 Echunga Road Echunga S.A. 5153 Telephone: 8388 8306 OSHC: 8388 8563 Fax: 8388 8451 ECHUNGA PRIMARY SCHOOL BULLYING POLICY Our school focus challenges us to enhance student well

More information

What a child learns about violence... Violence Prevention for Families of Young Children

What a child learns about violence... Violence Prevention for Families of Young Children What a child learns about violence... Violence Prevention for Families of Young Children ACT Adults and Children Together Against Violence is supported by American Psychological Association American Psychological

More information

Play helps children feel good about themselves

Play helps children feel good about themselves Play helps children feel good about themselves Contents Children develop their social and emotional skills through play How do young children play? Play helps children develop a positive sense of self

More information

Little Avenues Pre-school Behaviour Management Policy and Procedures. Aims

Little Avenues Pre-school Behaviour Management Policy and Procedures. Aims Little Avenues Pre-school Behaviour Management Policy and Procedures Aims At Little Avenues Pre-school, every member of the pre-school feels valued and respected, and that each person is treated fairly

More information

Anti Bullying Policy. What is Bullying?

Anti Bullying Policy. What is Bullying? Anti Bullying Policy is committed to providing a supportive, friendly and safe environment for staff and students. Any form of bullying or harassment will not be tolerated and all students are encouraged

More information

Strategies for Understanding Student Learning and Development. Jason Bergeron & Tiffany Dennett

Strategies for Understanding Student Learning and Development. Jason Bergeron & Tiffany Dennett Strategies for Understanding Student Learning and Development Jason Bergeron & Tiffany Dennett Why is Student Development Important? Provides up a snapshot/insight as to why student might behave, think,

More information

Bullying and Harassment at Work Policy

Bullying and Harassment at Work Policy Bullying and Harassment at Work Policy i) Statement Everyone should be treated with dignity and respect at work, irrespective of their status or position within the organisation. Bullying and harassment

More information

BEHAVIOUR AND GOOD CONDUCT POLICY Updated June 2015

BEHAVIOUR AND GOOD CONDUCT POLICY Updated June 2015 The school is a community: we expect every member of our community to behave in such a way that others feel valued and respected. The aim of this policy is to: Ensure a pleasant and purposeful learning

More information

How can I help my children with their grief?

How can I help my children with their grief? How can I help my children with their grief? Children view death and feel grief in different ways as they grow and develop. This booklet suggests ways to help children at different stages. However, each

More information

Common Time-Out Mistakes And Problems

Common Time-Out Mistakes And Problems If Your Child Rebels Against Time-Out Time-out Common Time-Out is not expected Mistakes And to work Problems if parents make more than 2 or 3 time-out mistakes. - Lynn Clark 99 Chapter 12 Common Time-Out

More information

Their stories are tragic. A new chapter starts now. now.

Their stories are tragic. A new chapter starts now. now. ! Their stories are tragic. A new chapter starts now. now.! Bully is a movie that tells powerful stories about children and their families dealing with extreme pain and tragic consequences related to bullying.

More information

Bullying. Take Action Against. stealing money. switching seats in the classroom. spreading rumors. pushing & tripping

Bullying. Take Action Against. stealing money. switching seats in the classroom. spreading rumors. pushing & tripping switching seats in the classroom stealing money Take Action Against Bullying spreading rumors pushing & tripping U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration

More information

Seeing Your Way Through:

Seeing Your Way Through: What is bullying? Seeing Your Way Through: Beat The Bullies A Guide For Children There are lots of different ways of describing bullying, but it usually means having something nasty or horrible done to

More information

Raising Caring, Respectful, Ethical Children

Raising Caring, Respectful, Ethical Children Raising Caring, Respectful, Ethical Children Research in human development clearly shows that the seeds of empathy, caring, and compassion are present from early in life, but that to become caring, ethical

More information

What s Happening. to Mom? Talking to your children about breast cancer

What s Happening. to Mom? Talking to your children about breast cancer What s Happening to Mom? Talking to your children about breast cancer Your breast cancer diagnosis affects your entire family. You may wonder how it will affect your children. You want to protect your

More information

Role Plays for Teacher Classroom Management

Role Plays for Teacher Classroom Management Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about

More information

Supporting your child after a burn injury

Supporting your child after a burn injury Royal Manchester Children s Hospital Supporting your child after a burn injury Information for Parents and Carers of Young Children 2 Contents Page Introduction 4 Trauma and children 4 Normal reactions

More information

Do you frequently feel angry? Do you feel like you have no control over how you feel and how you react when you get angry?

Do you frequently feel angry? Do you feel like you have no control over how you feel and how you react when you get angry? Introduction 11 12 Starving the Anger Gremlin Do you frequently feel angry? Do you find yourself hitting, punching, kicking, screaming or damaging things when you get angry? Do you feel like you have no

More information

Bullying Prevention. When Your Child Is the Victim, the Bully, or the Bystander

Bullying Prevention. When Your Child Is the Victim, the Bully, or the Bystander Bullying Prevention When Your Child Is the Victim, the Bully, or the Bystander What Is Bullying? Bullying is not a conflict or a fight. Bullying is physical, verbal, or emotional abuse that is deliberate,

More information

Chapter 15: Cognitive Development In Adolescence

Chapter 15: Cognitive Development In Adolescence Chapter 15: Cognitive Development In Adolescence What physical changes do adolescents experience? Adolescence is a time of considerable physical and psychological growth and change! ADOLESCENCE is the

More information

Personal, Social and Emotional Development: Managing feelings and behaviour

Personal, Social and Emotional Development: Managing feelings and behaviour Early Years Support Service EYFS Framework Guide Personal, Social and Emotional Development: Managing feelings and behaviour Introduction Personal, Social and Emotional Development (PSED), along with Communication

More information

It is hard to express just how awful the whole situation was and the problems that it still brings us five years on.

It is hard to express just how awful the whole situation was and the problems that it still brings us five years on. Bullying of children with disabilities and Special Educational Needs in schools: briefing paper for parents on the views and experiences of other parents, carers and families Introduction This briefing

More information

CHAPTER 1 Understanding Ethics

CHAPTER 1 Understanding Ethics CHAPTER 1 Understanding Ethics Chapter Summary This chapter begins by defining ethics and how people decipher between right and wrong or good and bad behavior. It explores how people live their lives according

More information

My Classroom Management Philosophy

My Classroom Management Philosophy My Classroom Management Philosophy I believe one of the hardest things for new teachers to build is their classroom management plan. I have seen many different types of classroom management plans throughout

More information

Supporting Your Child after the death of a family member or friend

Supporting Your Child after the death of a family member or friend Supporting Your Child after the death of a family member or friend The Death of a Family Member or Friend is painful for children and teens just as it is for adults. Children may not have experienced a

More information

St. Gregory s Catholic Primary School Behaviour Policy

St. Gregory s Catholic Primary School Behaviour Policy St. Gregory s Catholic Primary School Behaviour Policy We believe in Jesus Christ, through him, with him, in him, anything is possible Date approved: 01/11/2015 Frequency of review: HT free to determine

More information

GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY

GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Approved: 4 September 2014 Review Date: Page 1 of 7 GRANGE TECHNOLOGY COLLEGE ANTI-BULLYING POLICY Introduction Schools have a duty of care for pupils and

More information

PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 1-5

PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 1-5 PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING Grades 1-5 1A Identify and manage one s emotions and behavior. Stage A Stage B Stage C 1. Identify emotions (e.g., happy, surprised, sad, angry, proud,

More information

NORTHBOROUGH PRIMARY SCHOOL ANTI-BULLYING POLICY

NORTHBOROUGH PRIMARY SCHOOL ANTI-BULLYING POLICY NORTHBOROUGH PRIMARY SCHOOL ANTI-BULLYING POLICY This policy should be read in conjunction with the Pupils Code of Conduct, the Staff Code of Conduct, the Personal, Social and Health Education (P.S.H.E.)

More information

Mougins School Anti-Bullying Policy

Mougins School Anti-Bullying Policy Mougins School Anti-Bullying Policy Philosophy Bullying is behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally.

More information

Parent Newsletter 1. [School Letterhead]

Parent Newsletter 1. [School Letterhead] Parent Newsletter 1 [School Letterhead] Dear Parent/Guardian: In recent years, there has been a growing concern around the country about student safety. Behaviors that had traditionally been allowed to

More information

What is Behavior? Why is Behavior Important? What is the Body s Stress Response? BEHAVIOR

What is Behavior? Why is Behavior Important? What is the Body s Stress Response? BEHAVIOR Behavior 141 142 BEHAVIOR What is Behavior? A behavior is the way a person acts in response to a particular situation. Why is Behavior Important? For children who have experienced trauma, keeping themselves

More information

An Overview of Psychological Theories of Crime Causation. Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar

An Overview of Psychological Theories of Crime Causation. Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar An Overview of Psychological Theories of Crime Causation Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar The Psychology of Crime Psychologically-based criminologists explain criminal

More information

Walking a Tightrope. Alcohol and other drug use and violence: A guide for families. Alcohol- and Other Drug-related Violence

Walking a Tightrope. Alcohol and other drug use and violence: A guide for families. Alcohol- and Other Drug-related Violence Walking a Tightrope Alcohol and other drug use and violence: A guide for families Alcohol- and Other Drug-related Violence Alcohol and other drug use and family violence often occur together. Families

More information

Socialization is the process whereby the helpless infant gradually becomes a self aware, knowledgeable person, skilled in the ways of the culture

Socialization is the process whereby the helpless infant gradually becomes a self aware, knowledgeable person, skilled in the ways of the culture Socialization is the process whereby the helpless infant gradually becomes a self aware, knowledgeable person, skilled in the ways of the culture into which he or she was born. Genie - the feral child

More information

The Power of Words LESSON PLAN UNIT 1. Essential Question What should you do when someone uses mean or scary language on the Internet?

The Power of Words LESSON PLAN UNIT 1. Essential Question What should you do when someone uses mean or scary language on the Internet? LESSON PLAN The Power of Words UNIT 1 Essential Question What should you do when someone uses mean or scary language on the Internet? Lesson Overview Students consider that while they are enjoying their

More information

What does compassion look like?

What does compassion look like? Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to

More information

Character is what you do when you think no one else is looking.

Character is what you do when you think no one else is looking. Character is what you do when you think no one else is looking. The development of GOOD CHARACTER is not an isolated skill to be taught in one area of a child s life. It is an effort of home, school, and

More information

Ten Actions ALL Parents Can Take to Help Eliminate Bullying

Ten Actions ALL Parents Can Take to Help Eliminate Bullying Ten Actions ALL Parents Can Take to Help Eliminate Bullying Bullying Special Edition, copyright 2012, www.education.com/bullying The latest research shows that one in three children is directly involved

More information

Cyber-bullying is covered by this policy: all members of the community need to be aware that

Cyber-bullying is covered by this policy: all members of the community need to be aware that DUKE OF KENT SCHOOL A8 ANTI-BULLYING POLICY Aims and Objectives: Duke of Kent School values every individual in the community and believes each deserves to be treated with respect. Sensitivity to the feelings

More information

Handouts Emotional Regulation, Social Skills & Problem Solving

Handouts Emotional Regulation, Social Skills & Problem Solving Handouts Emotional Regulation, Social Skills & Problem Solving Teacher Workshop Six Suggested Activities for the Month TO DO Continue to refine behavior plans. Do Transition Plans for five of your students

More information

STOP BULLYING Taken from Kidscape Preventing Bullying document. Physical: pushing, kicking, hitting, pinching and any other forms of violence.

STOP BULLYING Taken from Kidscape Preventing Bullying document. Physical: pushing, kicking, hitting, pinching and any other forms of violence. STOP BULLYING Taken from Kidscape Preventing Bullying document Bullying can be: Physical: pushing, kicking, hitting, pinching and any other forms of violence. Verbal: name-calling, sarcasm, spreading rumours,

More information

A GUIDE TO HELP CHILDREN DEAL WITH BULLYING

A GUIDE TO HELP CHILDREN DEAL WITH BULLYING A GUIDE TO HELP CHILDREN DEAL WITH BULLYING 1 2 3 An anti-bullying initiative by The Sports Museum and the Boston sports community featuring athletes from all of Boston s professional sports teams. It

More information

Some things to remember

Some things to remember IF YOU ARE BEING BULLIED There is a great deal that we can do for all students proactively to help minimize the risk of being bullied. As well, this is important information for those who are already victims

More information

STRESS LESS TO BE YOUR BEST! Stress Management Coaching by Jannine Oberg, M.S.

STRESS LESS TO BE YOUR BEST! Stress Management Coaching by Jannine Oberg, M.S. STRESS LESS TO BE YOUR BEST! Stress Management Coaching by Jannine Oberg, M.S. Certified Wellness and Stress Management Coach INTAKE FORM Welcome to Stress Buster Happiness Booster Coaching It is my honor

More information